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Diagnostic and formative assessment of students' thinking

Lookup NU author(s): Professor David Leat, Julie McGrane

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Abstract

The argument that we have been stressing here has three elements. First, activities which promote thinking tend to make students' thinking more visible and explicit. Second, once you have drawn students' thinking out, you can assess its quality both in terms of levels and individual performance. Third, you can use this information to help close the gap between current performance and potential performance. This is an immensely powerful notion around which to build your assessment practice, arguably a good theory.

Publication metadata

Author(s): Leat D, McGrane J

Publication type: Article

Publication status: Published

Journal: Teaching Geography

Year: 2000

Volume: 25

Issue: 1

Pages: 4-7

ISSN (print): 0305-8018

ISSN (electronic):

Publisher: Geographical Association

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